The relationship between the difficulty with which the retarded adolescent decodes visual social cues and the appropriateness of his social behavior was the basis of a study to determine whether social cue decoding could be taught the retarded in a manner analogous to the teaching of reading and writing, with beneficial behavioral results. The Test of Social Inference (TSI) was developed and used as the before and after criterion of social comprehension. During four trials, 11 classes of retarded adolescents at the prevocational level were provided experimental lessons designed to promote social awareness daily for periods of from 6 to 10 weeks as a part of their special education. Two control classes were provided placebo materials and five were provided contrast materials to supplement their usual curricula, and one control class had no change made in its usual program. All pupils were given social behavioral ratings by their teachers before and after the periods of treatment. The association between social comprehension and social behavior was confirmed by significant correlations between the pupils' TSI scores and their social behavioral ratings (p=.001). Improved comprehension as a result of special training was confirmed by significantly higher TSI scores following treatment (p.05). Improved behavior associated with gains in social comprehension was supported by results only of the initial trial. (Author/RP)